School Quality Assurance Recommendations and Teacher Efficacy in Public Secondary Schools in Ilemela Municipality, Tanzania

Quality education depends on quality teachers. Teachers with high efficacy can easily facilitate the teaching and learning process. This study examined the contribution of school quality assurance recommendations on teacher efficacy in public secondary schools in Ilemela Municipality. The study was guided by two specific objectives: to identify the contribution of school quality assurance recommendations on teacher efficacy and to highlight the challenges facing secondary school teachers in implementing recommendations given by school quality assurance officers. The study employed a mixed approach and a convergent parallel research design. The sample involved 100 respondents, including five heads of public secondary schools, 91 secondary school teachers, the Ward Education Officers, the Municipal Secondary Education officer, the Municipal Director, and the Zonal School Quality Assurance officers. Data was collected through questionnaires and an interview guide. Earlier, a pilot study was conducted to check the validity and reliability of the research instruments. Qualitative data were analyzed thematically, while descriptive statistics were used to analyze quantitative data. A synthesis of the findings indicated that school quality assurance recommendations contribute much to teacher efficacy. This was done through the sessions conducted during the school visit, where teachers were guided, advised, and instructed to improve their efficacy. Moreover, the study found that lack of motivation to teachers with regard to their rights and inadequacies in requisite skills for School Quality Assurance Officers affected the implementation of the recommendation given. The study concludes that school quality assurance recommendations are vital to the growth of teacher efficacy. Thus, educational stakeholders are encouraged to advise teachers to implement the school quality assurance recommendations.